TY - JOUR
AU - Li, Lulu
AB - This article reports on an empirical study that examines general academic difficulties, and academic reading and writing difficulties among Asian ESL (English as a Second Language) international postgraduate students who are completing a Master’s Degree in TESOL (Teaching English to Speakers of Other Languages) at an Australian university. The data were collected through the use of a Likert-scale questionnaire from 51 students and a follow-up, semi-structured interview technique with 11 participants who took part in the questionnaire survey. It was found that: (1) students reported different types of academic difficulties including reading and writing such as synthesizing information and academic writing; (2) there were strong associations among general academic difficulties, academic reading and writing difficulties; and (3) factors such as academic English proficiency, self-regulation, motivation, self-efficacy, former learning experience and academic adjustment had an impact on their academic difficulties. This article will articulate the implications for second language teacher education research and future research.
TI - General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University
JF - RELC Journal: A Journal of Language Teaching and Research
DO - 10.1177/0033688211421417
DA - 2011-12-01
UR - https://www.deepdyve.com/lp/sage/general-academic-difficulties-and-reading-and-writing-difficulties-lbQ8gxqNID
SP - 227
EP - 264
VL - 42
IS - 3
DP - DeepDyve
ER -